Literature and Photographs of Dachau Concentration Camp
Rationale: This lesson will give students a personal look at one of the concentration camps, Dachau. I will be able to share with them personal pictures and information so they can learn beyond readings and documentaries.
Curriculum Frameworks:
· Massachusetts Framework Standards:
WHII.28 Explain the consequences of World War II. (H, E)
A. physical and economic destruction
B. the enormous loss of life, including millions of civilians through the bombing of population centers and the slaughter of political opponents and ethnic minorities
C. support in Europe for political reform and decolonization D. the emergence of the U.S. and the Soviet Union as the world’s two superpowers
· NCSS Themes:
4. Individual Development and Identity:
“Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individual’s own culture throughout her or his development. Given the nature of individual development in a social and cultural context, students need to be aware of the processes of learning, growth, and interaction at every level of their own school experiences. The examination of various forms of human behavior enhances an understanding of the relationships between social norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles underlying individual action.”
Students will gain a better understanding of individual development and identity as they analyze my own poem, which details my personal identity. I will share with them many of the experiences I have had that have helped shape my development and identity. By doing so, this will lead them to reflect upon their own identity and what is important to them as citizens of the world.
Learning Objectives: Students will understand what concentration camps look like today. They will understand various ways that events can be memorialized. Students will gain a more personal perspective of how the Holocaust can still affect people today.
Teaching Methods: This lesson used interactive lecture teaching method. The poem and photographs focused on social problems, relatively recent current events, and different forms of resistance to oppression. Through discussing and analyzing the poem and photographs, students can discuss how we use events in history to positively change our future.
Procedure:
Activator: A poem that I wrote about my experience visiting a concentration camp, Dachau, will be projected on the board. Students will not know that I personally wrote it. I will read the poem out loud to the students. They students will be asked to think about what the poem was about, what stood out to them, what was being expressed, then they will share with their neighbor and continue to analyze together, finally they will share their findings with the rest of the class.
Body: After students are done sharing their ideas, I will announce to the class that I wrote this poem about myself. I will explain my background with studying the Holocaust, my interest in the subject, and my visits to historically related places. This will help to give them context of the poem and of myself.
I will then talk them through the poem about what each part means. I will explain how it related to my experience and how I was feeling about this visit. We will analyze the language together.
I will present a PowerPoint presentation to the students. The PowerPoint will only contain photographs from my visit to the camp. I will go through what the concentration camp is like today and explain each photo. Since none of these students have visited a concentration camp before, this will give them a close up look.
Conclusion: After concluding my PowerPoint, I will ask students if they have any questions about my poem, pictures, or experience. This will allow the students to contribute to the discussion and steer the direction of the class to a way that interests them.
Materials: Poem, PowerPoint of my personal photographs, Smartboard projector.
Curriculum Frameworks:
· Massachusetts Framework Standards:
WHII.28 Explain the consequences of World War II. (H, E)
A. physical and economic destruction
B. the enormous loss of life, including millions of civilians through the bombing of population centers and the slaughter of political opponents and ethnic minorities
C. support in Europe for political reform and decolonization D. the emergence of the U.S. and the Soviet Union as the world’s two superpowers
· NCSS Themes:
4. Individual Development and Identity:
“Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individual’s own culture throughout her or his development. Given the nature of individual development in a social and cultural context, students need to be aware of the processes of learning, growth, and interaction at every level of their own school experiences. The examination of various forms of human behavior enhances an understanding of the relationships between social norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles underlying individual action.”
Students will gain a better understanding of individual development and identity as they analyze my own poem, which details my personal identity. I will share with them many of the experiences I have had that have helped shape my development and identity. By doing so, this will lead them to reflect upon their own identity and what is important to them as citizens of the world.
Learning Objectives: Students will understand what concentration camps look like today. They will understand various ways that events can be memorialized. Students will gain a more personal perspective of how the Holocaust can still affect people today.
Teaching Methods: This lesson used interactive lecture teaching method. The poem and photographs focused on social problems, relatively recent current events, and different forms of resistance to oppression. Through discussing and analyzing the poem and photographs, students can discuss how we use events in history to positively change our future.
Procedure:
Activator: A poem that I wrote about my experience visiting a concentration camp, Dachau, will be projected on the board. Students will not know that I personally wrote it. I will read the poem out loud to the students. They students will be asked to think about what the poem was about, what stood out to them, what was being expressed, then they will share with their neighbor and continue to analyze together, finally they will share their findings with the rest of the class.
Body: After students are done sharing their ideas, I will announce to the class that I wrote this poem about myself. I will explain my background with studying the Holocaust, my interest in the subject, and my visits to historically related places. This will help to give them context of the poem and of myself.
I will then talk them through the poem about what each part means. I will explain how it related to my experience and how I was feeling about this visit. We will analyze the language together.
I will present a PowerPoint presentation to the students. The PowerPoint will only contain photographs from my visit to the camp. I will go through what the concentration camp is like today and explain each photo. Since none of these students have visited a concentration camp before, this will give them a close up look.
Conclusion: After concluding my PowerPoint, I will ask students if they have any questions about my poem, pictures, or experience. This will allow the students to contribute to the discussion and steer the direction of the class to a way that interests them.
Materials: Poem, PowerPoint of my personal photographs, Smartboard projector.